28th International Congress of Psychology August 8 ... - U-netSURF

attributions for academic achievement and how teachers respond to academically poor students
(i.e., adjusting to student's level or motivating student to do better). 373 teachers answered
self-report questionnaires. Analysis of results showed that adjustment to student's level was
associated with the beliefs that intelligence is fixed and that students succeed because they behave
properly. Motivating students was associated with the same beliefs, and also with the belief that
students succeed because of effort. The academic beliefs were also associated with specific
culturally-rooted social axioms or beliefs.
1096.5 A longitude study: More adaptable, more creative, Xiaomei Zhao 1, 2 , Jinrong Bai 1 ,
1 2
Hebei Normal University, China; Beijing Normal University, China
A new teaching approach, independence-discovery-connection, was investigated in a longitude
study. This approach designed teachers just led the way in a classroom, while students were
encouraged to learn independent, find and connect knowledge unities by all sorts’ types. Two
classes were selected in grade two in an ordinary elementary school randomly, either for
experimental condition (new teaching approach), the other for contrast-balanced condition
(traditional teaching approach). In grade two, pre-test were administered, and through mid-test, by
grade five, post-test were examined. The results indicated: the new teaching approach had
improved students learning adaptability and creativity significantly.
1096.6 Emotional intelligence in the classroom, Glória Franco, Universidade da Madeira,
Portugal
The purpose of this study was to ascertain what impact teachers emotional intelligence training
might have. Main questions: In what way emotional intelligence training modify teachers
interaction with students?; In what way this training help teachers identify their feelings in class?;
In what way this training alter teachers emotional intelligence?; In what way teachers experience
this training? Sample comprised five elementary teachers, in Funchal/Portugal. Methodology
employed was action-research; the training project had three strategies (reflection, observation,
supervision). The impact was evaluated by interviews, teacher/student observation graphs, video
records, emotional intelligence test. Results point too effective changes in all areas.
1096.7 The cognition of contextualized learning modalities, Christopher Andersen, Ohio State
University, USA
Inspired by the research of Lave & Wenger, Rogoff, and others in situated cognition and
apprenticeship, educators are using teaching methods in the classroom that recreate essentials
elements of authentic contexts. Contextualized teaching approaches such as problem-based
learning, role playing, and process drama embed learning within imagined situations that foster
legitimate peripheral participation, scaffolded inquiry, transfer of learning, and authentic problem
solving. These teaching methods also have the potential to foster the development of
metacognition, which plays a key role in the acquisition, consolidation, and use of academic
concepts and skills.
1096.8 Intra- and inter- psychological process in collaborative work of teachers in Japan: How
do they deal with conflicts? Yuko Hosaka, University of Hyogo, Japan
Because of the educational reformation, teachers’ work has changed; they need to work as a team.
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